top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
open access

Published: 21 January 2023

Experiences of Preservice Teachers on Online-Based Microteachings: New Insights for Initial Teacher Education (ITE) Programs

Bilge Aslan Altan

Muğla Sıtkı Koçman University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf



Pages: 55-67

Keywords: Online Teaching Activities, Online-Based Microteachings, Preservice Teachers, Teacher Education, Online Pedagogy


Practicing online teaching activities has been favored quite some time, and it continues to gain popularity with the evolving technology as well as global dynamics (as COVID). Online-Based Microteachings (OBM), in this sense, can enforce preservice teachers to practice digitally-saturated new, possibly an ongoing, set of skills that will contribute to their teaching behaviors in future. Leaning on this idea this paper outlines the experiences of preservice teachers on online teaching activities that are inspired by microteaching strategy, which may initiate a discussion point for teacher trainers and trainees to practice more online-saturated teaching activities that can be developed as online-based microteachings in initial teacher education (ITE) programs. Doing so, the study was built upon case study design including 50 (32 females, 18 males) participants of preservice teachers from different fields. Findings indicate that preservice teachers had many new experiences that may reinforce their existing and future teaching skills as well as many challenges that resulted from digital-based drawbacks. The documented experiences can be used as evidences for international researchers and teacher educators to empower preservice teachers’ online teaching skills because apparently, they had real challenges to design and practice online teaching activities in this local-context. Implications of the study suggest that ITE programs may need additional contents in which necessary online pedagogy and skills are harmonized to enable preservice teachers to be much more-ready for future circumstances and to be familiar with online teaching qualifications.


  1. Allen, D. W. (1967). Micro-teaching: A description. Stanford University. Retrieved from

  2. Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: rethinking technology and the research agenda. Educational Technology & Society, 11(4), 29–40. Retrieved from jeductechsoci.11.4.29.pdf

  3. Amobi, F. A. (2005). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115-130. Retrieved from

  4. Badia, A., Garcia, C., & Meneses, J. (2018). Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university. Innovations in Education and Teaching International, 56(4), 446-457. https://doi:10.1080/14703297.2018.1546608

  5. Baştürk, S. (2016). Investigating the effectiveness of microteaching in mathematics of primary pre-service teachers. Journal of Education and Training Studies, 4(5), 239-249. https://doi:10.11114/jets.v4i5.1509

  6. Bayındır, N. (2021). Çevrimiçi öğretim sürecinde motivasyon faktörü (Motivation factor in online teaching procedure). Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 5(2), 291-303. Retrieved from

  7. Berkovich, I. & Benoliel, P. (2020). Marketing teacher quality: critical discourse analysis of OECD documents on effective teaching and TALIS. Critical Studies in Education, 61(4), 496-511. https://doi:10.1080/17508487.2018.1521338

  8. Bozkurt, A. (2020). Koronavirüs pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması (Evaluations on education in and after pandemic period: new normal and new education paradigm). Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAD), 6(3), 112-142. Retrieved from:

  9. Burchum, J. L. R., Russell, C. K., Likes, W., Adymy, C., Britt, T., Driscoll, C., Graff, J. C., Jacob, S. R., & Cowan, P. A. (2007). Confronting challenges in online teaching: the webquest solution. MERLOT Journal of Online Learning and Teaching, 3(1), 40-57. Retrieved from

  10. Cochran-Smith, M. (2021) Exploring teacher quality: International perspectives. European Journal of Teacher Education, 44(3), 415-428. https://doi:10.1080/02619768.2021.1915276

  11. Creswell, J. (2015). Educational research: planning, conducting, and evaluating quantitative and qualitative research. New York: Pearson.

  12. Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60-71. https://doi:10.1080/01626620.2019.1704464

  13. Darling-Hammond, L. (2017). Teacher education around the World: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi:10.1080/02619768.2017.1315399

  14. Dyment, J., & J. Downing. 2020. Online initial teacher education: a systematic review of the literature. Asia-Pacific Journal of Teacher Education, 48(3), 316–333. https://doi:10.1080/1359866X.2019.1631254.

  15. Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Technology, Research and Development, 68, 2449-2472. https://doi:10.1007/s11423-020-09767-4

  16. Flores, M. A. (2020). Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145-158. https://doi:10.1080/02607476.2020.1724659

  17. Görgen, İ. (2003). Mikroöğretim uygulamasının öğretmen adaylarının sınıfta ders anlatımına ilişkin görüşleri üzerine etkisi (The effect of microteaching practices on student teachers’ views of giving lessons in the classroom). Journal of Hacettepe University Education Faculty, 24, 56-63. Retrieved from

  18. Gülbahar, Y. & Kalelioğlu, F. (2015). Competencies for e-intsructors: how to qualify and guarantee sustainability. Contemporary Educational Technology, 6(2), 140-154. Retrieved from

  19. Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 1-12. Retrieved from: DC9E7C448B589B5E8655750467118970957C0BA398CDA7036C1DFE1E54384ECE7C1FA8F9FFA1B&originRegion=eu-west-1&originCreation=20220207122222

  20. Innocent, D. C. (2017). Designing micro-teaching sessions for an initial teacher training course. International Journal on Studies in English Language and Literature, 5(5), 57-68. https://doi:10.20431/2347-3134.0505006

  21. Jones, A. & Issroff, K. (2005). Learning technologies: Affective and social issues in computer‐supported collaborative learning. Computers & Education, 44(4), 395-408. https://doi:10.1016/j.compedu.2004.04.004

  22. Karalar, H. & Aslan Altan, B. (2018). New technologies in microteaching: Is it possible for web 2.0 tools to affect prospective teachers’ web pedagogical content knowledge and teacher self-efficacy? International Online Journal of Education and Teaching (IOJET), 5(3), 535-551. Retrieved from

  23. Karlström, M., & Hamza, K. (2019). Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), 44-62. https://doi:10.1080/1046560X.2018.1531345

  24. Kılıç, A. (2010). Learner-centered micro teaching in teacher education. International Journal of Instruction, 3(1), 77-100. Retrieved from

  25. Kidd, W. & Murray, J. (2020) The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542-558. https://doi:10.1080/02619768.2020.1820480

  26. Kim, J. (2020). Learning and teaching online during covid‑19: experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52, 145-158. https://doi:10.1007/s13158-020-00272-6

  27. Koech, H. C., & Mwei, P. K. (2019). How secondary school mathematics teachers perceive the effectiveness of microteaching and teaching practice in their preservice education. Humanities and Social Sciences Letters, 7(1), 46-55. https://doi:10.18488/journal.73.2019.71.46.55

  28. Kusmawan, U. (2017). Online microteaching: a multifaceted approach to teacher professional development. Journal of Interactive Online Learning, 15(1), 42-56. Retrieved from

  29. Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage

  30. Loughran, J. (2006). Developing a pedagogy of teacher education – understanding teaching and learning about teaching. Oxon, UK: Routledge

  31. Merc, A. (2015). Microteaching experience in distance English language teacher training: A case study. Journal of Educators Online, 12(2), 1-34. Retrieved from

  32. Meriam, S. B. (2009). Qualitative research. A guide to design and implementation. John Wiley & Sons.

  33. Mishra, P. (2020). Tipping point for online learning? on questioning the right assumptions. ECNU Review of Education, 3(4), 735-738. https://doi:10.1177/2096531120934492

  34. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054. https://doi:10.1111/j.1467-9620.2006.0068

  35. Monroe, L. E., Mendez, L., & Nutta, J. (2020). Virtually remote: how interrupted internships continued in a virtual classroom. In Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field (Eds. Richard E. Ferdig, Emily Baumgartner, Richard Hartshore, Regine Kaplan-Rakowski, & Chrystalla Mouza) (pp: 303-309). AACE-Association for the Advancement of Computing in Education. Retrieved from

  36. Moyo, N. (2020). Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification. Journal of Education for Teaching, 46(4), 536-545. https://doi:10.1080/02607476.2020.1802702

  37. Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6), 1236-1250. https://doi:10.1080/07294360.2020.1811645

  38. OECD (2019). A flying start: improving initial teacher preparation systems. Paris: OECD Publishing, https://doi:10.1787/cf74e549-en.

  39. Özdemir, Ö. (2019). Mikro öğretim ve video-örnek olay etkinliklerinin öğretmen adaylarının genel ve özel alan eğitimi yeterliklerine katkısı (Contribution of mıcro-teaching and video-sample event activities to teacher candidates general and private field education qualifications (Unpublished Master Thesis). Pamukkale University, Denizli, Türkiye.

  40. Patton, M. Q. (2002). Qualitative research and evaluation methods(3rd ed.). Thousand Oaks, CA: Sage.

  41. Reddy, K. R. (2019). Teaching how to teach: microteaching (a way to build up teaching skills). Journal of Gandaki Medical College-Nepal, 12(1), 65-71. Retrieved from

  42. Sarimanah, E., Efendi, R., & Dewi, F. I. (2021, July). The development of online-based microteaching learning in improving the teaching basic skills in the covid era 19. Paper presented at the 5th Asian Education Symposium.

  43. Sevim, S. (2013). Mikro-öğretim uygulamasinin öğretmen adaylari gözüyle değerlendirilmesi (Evaluation of microteaching applications through student teachers’ views). Journal of Dicle University Ziya Gökalp Education Faculty, 21, 303-313. Retrieved from

  44. Sinnema, C., & Aitken, G. (2013). Emerging international trends in curriculum. In Reinventing the curriculum: New trends in curriculum policy and practice (Eds: M. Priestley & G. J. J. Biesta) (pp: 141-163) London: Bloomsburry Academic.

  45. Stavredes, T. (2011). Effective online teaching: foundations and strategies for student success. San Fransico, CA: John Wiley & Sons.

  46. Zan, N.,